Embedded Files
Block 1: The Wright, Hairston, Kolesnik, & Simmons Ensembles
Block 1: The Wright, Hairston, Kolesnik, & Simmons Ensembles
ELA/Social Studies: Cultures Collide
ELA/Social Studies: Cultures Collide
How is a culture created, and what happens when people from one culture have an encounter with people from another?
How is a culture created, and what happens when people from one culture have an encounter with people from another?
In order to investigate the theme of Cultures Colliding, 3rd Grade students explored three different sources of cultural collision: Native Americans meeting Columbus; Apartheid in South Africa; and The Quilombos in Brazil. This was new information for most of the classes, so it allowed for dynamic cultural lessons exploring how traditions or stories can be compared to those of other cultures. Specific focus was placed on figurative language and elevated vocabulary, which teachers reinforced in their lessons outside of their time with GSP. Students created scenes in small groups, as a large ensemble and through peer-to-peer revision. In the final sharing, students presented strong emotional choices and bold interpretations of these cultures colliding.
In order to investigate the theme of Cultures Colliding, 3rd Grade students explored three different sources of cultural collision: Native Americans meeting Columbus; Apartheid in South Africa; and The Quilombos in Brazil. This was new information for most of the classes, so it allowed for dynamic cultural lessons exploring how traditions or stories can be compared to those of other cultures. Specific focus was placed on figurative language and elevated vocabulary, which teachers reinforced in their lessons outside of their time with GSP. Students created scenes in small groups, as a large ensemble and through peer-to-peer revision. In the final sharing, students presented strong emotional choices and bold interpretations of these cultures colliding.
October 2018 - December 2018
"These are real things that happened in the past and it teaches us to never start war."
"These are real things that happened in the past and it teaches us to never start war."
-- Jackson
-- Jackson
The Taino and Columbus
The Taino and Columbus
ALL: SWEET SMELL OF SALTY BREEZE, A WARM COZY BLANKET.
FEROCIOUS SEA MONSTERS BRING DARKNESS TO US, BRING DARKNESS TO US.
Roberto: Look! There are ships coming towards us!!
BOY: Those are the sea monsters in my dream!
South African Apartheid
South African Apartheid
SA’MIYAH: I was also scared last night because I heard my parents talking about the Election Day party. Last night, I had this crazy dream that Robots were invading my home.
ALL: Terrifying!
LESLIE: It felt like lightning in my heart.
Native Americans & Explorers
Native Americans & Explorers
LAZARO: They look like the birds from my nightmare.
ALL: What do you mean?
LAZARO: I had a bad dream about nasty birds.
EVANGLINE: They are not nasty birds. Those are ships!
The Quilombos of Brazil
The Quilombos of Brazil
ANGEL: Our friends are in grave danger!
WORKERS: Who?
BOY: The Quilombos. Their ancestors were brought here as slaves years ago and escaped and made their homes here.
ELVIN: We need to share the land!
Block 2, Social Studies: The Dupree & Rosa Ensembles
Block 2, Social Studies: The Dupree & Rosa Ensembles
Social Studies: Amistad
Social Studies: Amistad
What happened during the revolt on the Amistad? When is a revolution justified?
What happened during the revolt on the Amistad? When is a revolution justified?
The 3rd Grade Social Studies teachers were interested in deepening their students' understanding of Amistad. Students explored stories from the Amistad slave ship and adapted them into rich, complex plays exploring the emotional toll that slavery took on the people involved and the lengths to which they went for their freedom. Based on the teachers' goals for their students, the classes focused on using complex, deep vocabulary as well as juicy details to enrich their scripts.
The 3rd Grade Social Studies teachers were interested in deepening their students' understanding of Amistad. Students explored stories from the Amistad slave ship and adapted them into rich, complex plays exploring the emotional toll that slavery took on the people involved and the lengths to which they went for their freedom. Based on the teachers' goals for their students, the classes focused on using complex, deep vocabulary as well as juicy details to enrich their scripts.
January 2019 - February 2019
THE STORY OF THE AMISTAD
THE STORY OF THE AMISTAD
Jafeth: In Africa life was fun until the slavers came and stole their freedom.
Josue: En África la vida era divertida hasta que los esclavizadores vinieron y le robaron su libertad.
Rosmariel, Raul, Nelson: Come on! Let's go - get up! You're going with us. VAMANOS!
Carlos: Now is our chance to break free!
Luis: NO! It’s too dangerous. It will be too hard to escape!
Juliette: We outnumber them! If we work together, we’re stronger than them!
All: REVOLUTION!
Block 2, Science: The Hudson & Ramirez Ensembles
Block 2, Science: The Hudson & Ramirez Ensembles
Science: Adaptation
Science: Adaptation
How can we look at the behaviors and characteristics of a life form to figure out what caused their adaptations?
How can we look at the behaviors and characteristics of a life form to figure out what caused their adaptations?
Two science classes focused on stories of adaptation and evolution. Each created their own original creature, discussed its habitat and diet, how it adapted to survive in its environment. They turned the discovery of this "new creature" into a news broadcast/nature special. Students focused on using complex, deep vocabulary as well as juicy details about the subjects of the story to enrich their scripts.
Two science classes focused on stories of adaptation and evolution. Each created their own original creature, discussed its habitat and diet, how it adapted to survive in its environment. They turned the discovery of this "new creature" into a news broadcast/nature special. Students focused on using complex, deep vocabulary as well as juicy details about the subjects of the story to enrich their scripts.
January 2019 - February 2019
THE SCORPI-HYDRAWK
THE SCORPI-HYDRAWK
Joel: Good afternoon. Welcome to the Hudson Network!
Joel/Jayden: WE HAVE BREAKING NEWS!
Daniel: Today, my team and I were here in the Amazon Rainforest studying strange marks on trees, when suddenly we came across some sort of creature!
Amair: It camouflaged into the trees to hide from predators!
Diana: But it’s tail is like a scorpion!
THE UNDERWATER GLOWING ARACHNID
THE UNDERWATER GLOWING ARACHNID
Reporter: We have discovered that this creature's gold fins can GLOW!
Creature: My glowing is a trap to catch PREY!
Reporter: This creature appears to be hunting in deep, dark caves.
Creature: My many eyes help me see in the dark!
Reporter: The large fin and tail helps the creature swim fast through the water so it can catch its prey!
Creature: I will eat whatever I can catch!
"George Street Playhouse encouraged me to work more as a team player and to be helpful to others."
"George Street Playhouse encouraged me to work more as a team player and to be helpful to others."
-- Jackson
-- Jackson
Glenis Dupree, Leisha Hairston, Kara Hudson, Jessica Kolesnik, Monica Ramirez, Christine Rosa, Tynetta Simmons, and Leanne Wright, Educators
Glenis Dupree, Leisha Hairston, Kara Hudson, Jessica Kolesnik, Monica Ramirez, Christine Rosa, Tynetta Simmons, and Leanne Wright, Educators
Laura Bozzone, Larissa Garcia, and Lucas Pinner, Teaching Artists
Laura Bozzone, Larissa Garcia, and Lucas Pinner, Teaching Artists
Kimberly Taylor, Vice Principal
Kimberly Taylor, Vice Principal
Vikki Abdus-Salaam, Principal
Vikki Abdus-Salaam, Principal
Photos by Angela Peletier
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